Language: English

Language: English

ISSN: 2281-8375

Language: English

ISSN: 0065-9444

Abstract/Notes: The purpose of this review is to investigate, via a quantitative meta‐analysis, the hypothesis that the Montessori method is at least as effective as traditional education in affecting academic and social outcomes for children. The proposed meta‐analysis is completed with the intention to help the public, as well as the research community, make more informed and empirically sound decisions regarding Montessori education by collecting, codifying, synthesizing, and disseminating the current empirical research.

Language: English

DOI: 10.1002/CL2.152

ISSN: 1891-1803

Abstract/Notes: The question of whether early academic environments provide a challenge or a pressure for young children is being hotly debated, yet there is little empirical research on this topic. This paper presents a subset of data from a two-year comprehensive project designed to examine this question. Parental attitudes and behaviors along with school philosophy and practices comprised the predictor variables used to define "academic environments." This study then focused on how these family and school variables related to child outcome measures of academic competence, creativity, and emotional well-being for 90 prekindergarten children, and a follow-up sample of 56 kindergarten children. The results suggest no academic advantages for children from highly academic environments, and potential disadvantages in creative expression (measured as originality) and emotional well-being (measured as test anxiety and attitudes toward school). Possible interpretations and ramifications of these results are discussed.

Language: English

DOI: 10.1207/s15566935eed0106_1

ISSN: 1040-9289, 1556-6935

Abstract/Notes: The present two-year longitudinal study addressed developmental changes in different aspects of executive functioning (i.e., inhibition, updating, and cognitive flexibility) in a sample of 264 children aged between 5 and 7 years. Of special interest were issues of developmental progression over time, the influence of learning context and the predictive power of executive functions and school context for emerging academic skills. The results revealed pronounced improvements in all executive measures, both over time and as a function of age. For the learning context, small and age-dependent effects on executive skills were found. Inhibition uniquely contributed to the prediction of aspects of emerging academic skills, over and above chronological age and language skills.

Language: English

DOI: 10.1080/17405629.2011.571841

ISSN: 1740-5610, 1740-5629

Abstract/Notes: We report here cognitive and academic outcome measures at ages 12 and 16 for approximately 80% of a sample of 205 children who had been randomly assigned to 2 programs for developmentally delayed preschoolers, Direct Instruction (DI) and Mediated Learning (ML). There were no main effect differences between programs, but there were aptitude-by-treatment interactions similar to those found earlier: initially lower functioning students benefited more from the ML program, whereas initially higher functioning students benefited more from the DI program. Multiple regression analyses suggested that lower scores on cognitive and academic achievement measures are associated with greater experience in special education, even controlling for preschool period ability measures, gender, and ethnicity. The challenges of interpreting this result are discussed.

Language: English

DOI: 10.1177/001440290507100306

ISSN: 0014-4029, 2163-5560

Abstract/Notes: This research aimed to describe the implementation of the Montessori Method in academic flow development for students. A Qualitative approach and intrinsic case study design were used in this research. The participants of this research were five students of the Arabic Language Study Program in one of university in Bandung, West Java. The participants were selected using purposive sampling technique. The findings revealed that students were able to achieve academic flow, which was marked by the achievement of all indicators in the aspect of absorption by activity. However, the indicator of thinking included in the aspect of fluency by performance was difficult to be achieved by the students. The results of this research are expected to be utilized by those who play a role in developing students' potential, which was guidance and counseling service units based in universities and academic supervisors.

Language: English

DOI: 10.46336/ijbesd.v1i4.100

ISSN: 2722-1156, 2772-1164

Abstract/Notes: One goal of Erdkinder schools is for students and teachers to provide academic assistance to their peers, particularly to less-knowledgeable ones. However, traditional educational evaluations do not provide a means to investigate the exchange of academic help. This study piloted the use of social network analysis to describe academic assistance relationships within a Montessori secondary school. Using a network survey, social network data concerning the exchange of academic help were collected from 23 students and 8 teachers. The results show that while students provide help to both fellow students and teachers, teachers are the main source of assistance for students. In some subjects, a few students and teachers neither provided nor received assistance, indicating another area for improvement. The results of a multiple regression quadratic assignment procedure (multiple regression-QAP) show that for most subjects, their willingness to help others was not significantly influenced by their own personal level of knowledge. Thus, more-knowledgeable individuals do not provide more assistance to less-knowledgeable peers. To adhere to Erdkinder principles, this school should encourage more-knowledgeable students to recognize their responsibility to help others and to actually help those who need support. This pilot yielded valuable information, and social network analysis warrants further study within holistic education.

Language: English

DOI: 10.17161/jomr.v4i1.6639

ISSN: 2378-3923

Language: English

DOI: 10.1086/461568

ISSN: 1554-8279, 0013-5984